The second premise consists of three principles: Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement. Multiple Means of Representation addresses “what” the student needs to learn and how this information will be presented. Multiple Means of Action and Expression refers to “how” the student will gain this knowledge and demonstrate the knowledge. Multiple Means of Engagement employs “why” the student wants to do this. Engagement is necessary for learning that is meaningful (Meyer et al., 2014, p. 59).
The onset of the UDL model focuses on designing instruction to meet the learning needs and strengths of the student. This created a paradigm shift in instructional delivery; using this model, you teach in the manner best suited to the students’ diverse learning needs rather than teaching with the traditional one-size-fits-all approach. With that in mind, we have incorporated the UDL guidelines and added UDL considerations as an important component of our 7-Step Model. Figure 1.4 illustrates this incorporation.
FIGURE 1.4 UDL Guidelines Consideration
TABLE 1.2 Classes Without and Classes With UDL Considerations
The implementation of UDL decreases learning barriers for all students due to the emphasis on learner variability. In providing a flexible approach to instructional design and delivery, the teacher promotes learner engagement, which is essential for learning to take place. A flexible approach to demonstrating skill fluency and mastery promotes learner participation through the following: receiving purposeful content, being motivated to learn, being resourceful and knowledgeable throughout the learning process, setting appropriate goals, and implementing strategies that support the acquisition of these goals. After over two decades of using the UDL model, there is solid evidence that this instructional delivery model is best for all students, not just those students with disabilities (Meyer et al., 2014).
Executive function training provides strategies for the teacher and student to use that help compensate for the student’s areas of executive function weakness. Teaching students these strategies while incorporating UDL provides a vehicle for instructional delivery that supports the individual learning needs of each student. It is a practice that benefits all students in today’s diverse classrooms. Table 1.3 illustrates how you can teach students executive function strategies while incorporating UDL.
TABLE 1.3
Executive function skills training as described in this book involves your teaching students specific skill-building strategies incorporating metacognition that, in combination with UDL, help them with the following EF processes:
Setting goals
Self-regulating (social/emotional, inhibiting, cognitive flexibility/shifting)
Developing a game plan for learning
Attending to instruction
Organizing materials and resources
Prioritizing events and information
Initiating work within a reasonable timeframe
Managing time
Communicating their learning needs
Engaging working memory
Self-assessing progress in the mastery and the appropriate use of strategies that support executive functioning
The practice of combining executive function skills training with Universal Design for Learning and metacognition strengthens the stage for learning because the training enables students to “tune in” to instruction in the academic, communication, and social/emotional realms. Executive function training provides strategies for you and your student to use that help compensate for the student’s areas of executive function weakness.
Metacognition
Metacognition is defined as thinking about one’s own thinking and learning (Meltzer, 2010). It provides your student with the opportunity to think about his or her
general ability,
competency on specific tasks,
control over outcomes,
causes of failure, and
understanding the benefits of specific strategies (Reid & Leinemann, 2006).
Teaching students to use metacognition is a crucial component of the 7-Step Model of executive function skills training. The process of metacognition involves the student’s understanding of his or her learning needs and applying this understanding, in combination with appropriate strategies, to successfully accomplish a task. Meltzer (2010) states, “To build their motivation, persistence, and work ethic, students need to understand their profiles of strengths and weaknesses. Doing so enables them to determine which strategies work well for them, as well as, why, where, when, and how to apply specific strategies” (p. 10). Students who use metacognition effectively plan and use techniques such as self-talk to reach their goals. The figure below represents the use of metacognition in the learning process.
Considering Executive Functions, Metacognition, UDL, and Learning
Figure 1.5 outlines the considerations that both the teacher and student should address when addressing executive functions, metacognition, UDL, and learning. Both have specific elements that must be reflected upon when determining which strategy is the best choice for the student, and the role of the teacher and the student in the strategy selection process (see figure 1.5).
FIGURE 1.5 Teacher−Student Roles While Considering Executive Functions, Metacognition, UDL, and Learning
This is how one teacher encourages her students to use metacognition.
Teacher Testimonial from: Batya Toso
Special Educator
Grade(s) Taught: K, 4th, and 5th
Strategy Name: Cognitive/Metacognitive Strategy Instruction
Strategy Designed for: Small group
Batya Toso
Students with disabilities were introduced to the strategy in a regularly occurring small group intervention outside the general education classroom. The two interventions were to target reading comprehension and mathematical thinking and problem solving. Initially students were taught the basic components of learning, as well as metacognition. Students were also taught the steps of learning or task completion using